Author’s Biography, Symbolism, Summary, and Clauses
SUMMER SCHOOL
SHIRLEY JACKSON’S “THE LOTTERY”




At the end of summer school, you will complete a Major
Works Data graphic organizer where you will write a variety
of paragraphs on a complexity of literary topics.
One section will require you to write a short summary of the
author’s life; so, in order to prepare for that section, follow
the link to read a biography of Shirley Jackson, the writer of
the short story that we will analyze over the next few days.
Once you have fully read the biography, compose a summary
(your own words based on the information contained within
the biography) that is about a paragraph in length (or roughly
seven sentences).
If you need more information on how to write a summary,
please move on to the next slide.
HOW TO WRITE A SUMMARY





Shirley Jackson’s biography is a short and simple passage.
When you summarize, it’s often best to start by jotting down
a few phrases or short sentences that remind you of major
or important moments in Jackson’s life.
So, write down four or five phrases or short sentences that
will remind you of important things that happened in
Jackson’s life.
After you’ve written down your four or five phrases or short
sentences, try to combine them or elaborate on them in
order to form six or seven sentences.
Once you have finished your summary, please go to the next
slide and take notes on symbolism (take these notes on a
fresh sheet of paper).
SYMBOLISM



Another element of the Major Works Data Graphic Organizer that
you must produce at the end of summer school is symbolism.
You must identify symbols in your novel of choice and explain
each symbol’s importance.
Symbolism is any person, animal, place, object, or event that
exists on a literal level within a work but also represents
something on a figurative level. It can be difficult to identify
symbols in a piece of literature, but we will practice finding
symbols in “The Lottery”.
How to Identify Symbols:


Scan back over previously read chapters and annotate (highlight,
underline, or jot down notes on paper) nouns that turn up more
frequently than others.
Elaborate on inherent (natural) connotations (associations).



Example: Dark
For centuries, humans have been afraid of what lies beyond their immediate
vision. The dark represents something sinister, evil or isolated.
Extend these connotations to one of the themes of the text.

Example: The darkening forest in “Young Goodman Brown” symbolizes
Brown’s loss of innocence. His soul is slowly identifying the evil that is within
the world, and it is smearing the last fragments of innocence with darkness.
BEFORE WE READ ACTIVITY (REMEMBER YOUR
OBJECT!)




Quan and Jesse – Sun
Courtney and Frankie –
Tree
Henry and MarTez –
Sports Car
Aaliyah and Samuel Baby




Demarcus and Fred –
Dove
MaryRachel and Kelvin –
Heart
Jaalen and Jacob –
House
Tershae and Mikevion $100 Bill
CLAUSE TYPES RECOGNITION PRACTICE

A clause is a group of related words that contains a
subject and a verb. There are two types of clauses:
Independent or Main Clause: A group of related words
containing a subject and verb – and makes sense all by
itself. (Sounds like a sentence, right? It is!)
 Dependent or Subordinate Clause: A group of related words
containing a subject and verb – but it does not make sense
by itself. A dependent or subordinate clause needs the
independent clause to make sense.
Examples:
When John came into the room, the children clapped.
Independent Clause: the children clapped
Dependent Clause: When John came into the room

CLAUSE TYPES EXERCISE
Highlight the independent clause in the following
sentences; then, underline the dependent or
subordinate clause. BE CAREFUL! Sometimes the
dependent clause will separate the independent
clause, as shown in this sample sentence…
 The little boy, who bought the candy, is my brother.
 The little boy, who bought the candy, is my brother.
